Professionals in early childhood education and care systems : European profiles and perspectives /
As in many countries in Europe, the initial and continuing professional development and support of personnel working with young children are critical quality issues in a context of expansion and increasing access to provision. As the research and resource base with a cross-national focus on staff pr...
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| Otros Autores: | , |
| Formato: | Libro |
| Lenguaje: | Inglés |
| Publicado: |
Opladen ; Farmington Hills, MI :
Barbara Budrich,
2010.
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| Materias: | |
| Acceso en línea: | Tabla de contenidos |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
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| 050 | 0 | 0 | |a HQ778.7.E85 |b O34 2010 |
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| 100 | 1 | |a Oberhuemer, Pamela. | |
| 245 | 1 | 0 | |a Professionals in early childhood education and care systems : |b European profiles and perspectives / |c Pamela Oberhuemer, Inge Schreyer, Michelle J. Neuman. |
| 260 | |a Opladen ; |a Farmington Hills, MI : |b Barbara Budrich, |c 2010. | ||
| 300 | |a 525 p. : |b mapas ; |c 24 cm. | ||
| 504 | |a Incluye referencias bibliográficas. | ||
| 520 | |a As in many countries in Europe, the initial and continuing professional development and support of personnel working with young children are critical quality issues in a context of expansion and increasing access to provision. As the research and resource base with a cross-national focus on staff profiles and professionalisation strategies is limited, the 'Systems of early education/care and professionalisation in Europe' (SEEPRO) project based at the State Institute of Early Childhood Research (IFP) in Munich, sought to explore the following research questions: Who works in early childhood settings? What are the professional study routes required for core practitioners, centre leaders and support staff in these settings? What are the main similarities and differences in professional profiles across countries? What chances do practitioners have for continuing professional development? What are current workforce issues around status, pay, gender, diversity? The project sought to: (1) access, systematise and analyse data on the professional profiles of core practitioners working in early childhood provision; and (2) contextualise these profiles and professionalisation patterns within country-specific histories of early childhood education and care (ECEC), demographic trends and structural features of the ECEC system, and current issues and challenges facing early childhood practitioners. Funded by the German Federal Ministry of Family and Youth Affairs, the project focused in particular on professional profiles in the newer European Union (EU) member states - Bulgaria, Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovak Republic and Slovenia. International comparative studies to date have paid little attention to the early childhood systems in these countries, which have been undergoing rapid transformations during recent years. Specially commissioned reports by experts in each country provided the research team with background material. The project findings are presented in this publication. | ||
| 520 | |a Part one, 'Professionals in early education/care systems – 27 country profiles', contains country profiles for: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, United Kingdom. Each country profile is structured in three parts: (1) the early childhood system in context - a brief history of early childhood provision; demographic trends affecting early education/care; mothers in the labour force; parental leave and family benefits; regulation and administration of early childhood services; current issues and challenges; (2) profiles of early education/care provision - levels of provision and enrolment rates; types of provision; curricular framework; inclusive education/care; parent participation; transition to school; assessing and monitoring quality; and (3) professional education/training and workforce issues - professional profiles of early childhood staff; initial education/training; continuing professional development; current workforce issues. Part two, 'Professionals in early childhood settings – cross-national perspectives', includes cross-national outlines on formal level and format of professional education/training; continuing professional development; centre staffing and staff/child ratios; family day care personnel; staff in out-of-school services; men in early childhood services; status and pay; early years professionals in the US and the EU; and references. An appendix contains: co-operation partners in the 27 EU countries - earlier IFP study in the EU15. | ||
| 650 | 0 | |a Child care services |z Europe. | |
| 650 | 0 | |a Child care workers |x Training of |z Europe. | |
| 650 | 0 | |a Early childhood education |z Europe. | |
| 650 | 7 | |a Servicios de cuidado de niños |z Europa. |2 UDESA | |
| 650 | 7 | |a Trabajadores de cuidado de niños |x Adiestramiento |z Europa. |2 UDESA | |
| 650 | 7 | |a Educación en la primera infancia |z Europa. |2 UDESA | |
| 700 | 1 | |a Schreyer, Inge. | |
| 700 | 1 | |a Neuman, Michelle J. |q (Michelle Joy), |d 1973- | |
| 856 | 4 | 1 | |3 Tabla de contenidos |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018720499&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |